State Standards: GLEs/GSEs
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10a. investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
Context of Lesson:
This will begin the unit on waves. Students will begin by brainstorming the many ways we use waves with a think pair share activity. I will list their ideas on the board. I will then introduce the unit and what we will be covering this day. I will distribute a misconception based pre-assessment. Next I will begin getting into some definitions using scaffolded notes, visual aids, and volunteers to assist in demonstrating wave properties with a slinky. I will close depending on how the students respond to the engagement
Opportunities to Learn:
Students will begin a new topic with mostly new concepts, which will require that I find out exactly what they think they know on the subject. Because about the only familiar concept they will be exposed to is velocity, their prior knowledge is likely going to do more warm than good. They will also get their first exposure to some basic definitions. I plan on describing and demonstrating these definition in a variety of ways to appeal to different learners.
Accommodations and modifications:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials:
Scaffolded notes
Video clip examples
Slinky
Objectives:
Students will be able to define basic wave deffinitions.
Instruction:
Opening:
5 min: As students enter I will have clips of surfers playing on the projector. I will begin by asking students to “name as many ways we use waves as you can in 5 minutes,” in a TPS activity, while I take attendance.
7 min: Students will be asked to share with the class, a common example and a unique example, of how we use waves, while I list their ideas on the board. I will be sure to bring up light as a wave if the students do not. After the share out I will announce that we will be working with waves for the next few weeks, but today we will get started with some basic wave definitions. I will also have some students come up and draw what they think a wave looks like.
Engagement:
8 min: Students will start with a pre-quiz so I can identify and dismiss any misconception the students have about waves.
10 min: I will then quickly demonstrate how to make a wave with a slink and proper slinky care before I ask students to work with a partner and a slinky to attempt to answer the following questions,
Q: What is a wave?
Q: What is a medium?
Q: We know something is moving in a wave, but what?
Q: What causes a wave?
20 min: I will collect the slinkies and distribute the scaffolded notes, which will address the questions the students just tried to answer. Before I give any answers away I will ask the class what they came up with for each question, and I will demonstrate with the slinky and a student how a slinky is an example of a wave. I will show some brief clips of examples of waves and point out how they fit the definition. When we get to “what is a medium?” I will go back to the list we crated and select a students idea and ask the class what is the medium in this example? At “what is moving in a wave?” I will again demonstrate with a slinky and a student that it is not actually the slinky that is truly moving, and show a short clip about how a seagull in the ocean is not carried by a wave. I will now refer back to the surfers we saw in the begging of class and ask why the surfer DID move with the wave. We will finish with “what causes a wave” with another slinky demonstration, showing that we disturb the medium (the slinky), but putting energy into it, and creating a wave.
Closure:
5 min: I will ask students “Our goal today was to get some basic wave definitions down to lead to some wave understanding, did we do this?” If they are receptive and agree I will ask them to “Begin thinking about the different kinds of waves we looked at today and how they could be different, we will be looking at that tomorrow.” If they seam confused and don’t feel as though we met out goal, I will field any questions to try and figure out what I can clarify in the last few minutes and what I should reiterate in tomorrow’s opening. But, in the last few moments of the period I will also pose them with the same question, “Begin thinking about the different kinds of waves we looked at today and how they could be different, we will be looking at that tomorrow.” I will distribute the correct answers to the pre-quiz as students head out the door, and encourage them to look it over and come back with any questions, as they might be answered in tomorrow’s notes
Assessment:
The students will be assessed formatively during the share-out. This will help me get a grip on some misconceptions that might not be covered in the pre-assessment. The pre-assessment itself will be a tool for me to find key focus points. Students will also be assessed formatively as they work in groups to answer the questions.
Nicely organized lesson. Glad to see you:
providing an overview of the unit and the lesson.
thinking in terms of time
providing a variety of activities. How long are your periods?
Introduction to waves
State Standards: GLEs/GSEs
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10a. investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
Context of Lesson:
This will begin the unit on waves. Students will begin by brainstorming the many ways we use waves with a think pair share activity. I will list their ideas on the board. I will then introduce the unit and what we will be covering this day. I will distribute a misconception based pre-assessment. Next I will begin getting into some definitions using scaffolded notes, visual aids, and volunteers to assist in demonstrating wave properties with a slinky. I will close depending on how the students respond to the engagement
Opportunities to Learn:
Students will begin a new topic with mostly new concepts, which will require that I find out exactly what they think they know on the subject. Because about the only familiar concept they will be exposed to is velocity, their prior knowledge is likely going to do more warm than good. They will also get their first exposure to some basic definitions. I plan on describing and demonstrating these definition in a variety of ways to appeal to different learners.
Accommodations and modifications:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials:
Scaffolded notes
Video clip examples
Slinky
Objectives:
Students will be able to define basic wave deffinitions.
Instruction:
Opening:
5 min: As students enter I will have clips of surfers playing on the projector. I will begin by asking students to “name as many ways we use waves as you can in 5 minutes,” in a TPS activity, while I take attendance.
7 min: Students will be asked to share with the class, a common example and a unique example, of how we use waves, while I list their ideas on the board. I will be sure to bring up light as a wave if the students do not. After the share out I will announce that we will be working with waves for the next few weeks, but today we will get started with some basic wave definitions. I will also have some students come up and draw what they think a wave looks like.
Engagement:
8 min: Students will start with a pre-quiz so I can identify and dismiss any misconception the students have about waves.
10 min: I will then quickly demonstrate how to make a wave with a slink and proper slinky care before I ask students to work with a partner and a slinky to attempt to answer the following questions,
Q: What is a wave?
Q: What is a medium?
Q: We know something is moving in a wave, but what?
Q: What causes a wave?
20 min: I will collect the slinkies and distribute the scaffolded notes, which will address the questions the students just tried to answer. Before I give any answers away I will ask the class what they came up with for each question, and I will demonstrate with the slinky and a student how a slinky is an example of a wave. I will show some brief clips of examples of waves and point out how they fit the definition. When we get to “what is a medium?” I will go back to the list we crated and select a students idea and ask the class what is the medium in this example? At “what is moving in a wave?” I will again demonstrate with a slinky and a student that it is not actually the slinky that is truly moving, and show a short clip about how a seagull in the ocean is not carried by a wave. I will now refer back to the surfers we saw in the begging of class and ask why the surfer DID move with the wave. We will finish with “what causes a wave” with another slinky demonstration, showing that we disturb the medium (the slinky), but putting energy into it, and creating a wave.
Closure:
5 min: I will ask students “Our goal today was to get some basic wave definitions down to lead to some wave understanding, did we do this?” If they are receptive and agree I will ask them to “Begin thinking about the different kinds of waves we looked at today and how they could be different, we will be looking at that tomorrow.” If they seam confused and don’t feel as though we met out goal, I will field any questions to try and figure out what I can clarify in the last few minutes and what I should reiterate in tomorrow’s opening. But, in the last few moments of the period I will also pose them with the same question, “Begin thinking about the different kinds of waves we looked at today and how they could be different, we will be looking at that tomorrow.” I will distribute the correct answers to the pre-quiz as students head out the door, and encourage them to look it over and come back with any questions, as they might be answered in tomorrow’s notes
Assessment:
The students will be assessed formatively during the share-out. This will help me get a grip on some misconceptions that might not be covered in the pre-assessment. The pre-assessment itself will be a tool for me to find key focus points. Students will also be assessed formatively as they work in groups to answer the questions.
Nicely organized lesson. Glad to see you: